Art lecturers affiliated to a tertiary institute observed the occurrence of negative
emotional content and expression in the artwork of their students. These students are
also inclined to manifest negative behavioural and interaction patterns. The lecturers
appealed for this research as a method to determine what the content of the expressed
artwork indicate. The request was for the research methods to proceed within an art
framework in order for it to be applied as a class project.
The research proceeded with the use of art as a projection medium, applied during the
process of facilitative interaction. The aim was to determine the degree to which the
projected content in the young adults' artwork correlate with their personal life- and
experiential world. The young adults were requested to write spontaneous sketches
depicting the story of their life. The information was passed on to a graphologist for
the analysis of their handwriting. The findings of the graphologist was later applied as
external triangulation in order to verify the identified themes obtained from the
analysis. With the aid of art as projection medium during facilitative interaction, it has been
determined that the young adults struggle with unresolved trauma as a result of abuse.
The exposure to abuse resulted in barriers influencing their relationships with others
as well as themselves. The barriers manifest as experiences of pain and confusion;
mistrust and isolation; aggression and depression. The research resulted in the
development of a model for educational psychologists equipping them to identify and
address unresolved trauma with young adults through the use of art as projection
medium during facilitative interaction.
The development of the model proceeded in four stages. During stage one concepts
were identified, defined and classified after completion of the fieldwork. The sample
included 30 respondents from different cultures ranging from ages 18 to 24. The collection of data proceeded with the use of art as projection medium involving
the following - a Gestalt-therapeutic exercise: the drawing of a rosebush, in-depth
interviews, the analysis of cartoons and the writing of spontaneous sketches on
unlineated paper for graphological analysis.
The model of Guba was used to ensure trustworthiness in qualitative methodology.
This refers to the credibility, transferability, reliability and verification of the research.
In step two the relationship between concepts was drawn, after which step three
followed, involving the description of the model. Guidelines in operationalising the
model, are stated in step four. The model aims at the empowerment of young adults
suffering from unresolved childhood trauma, with the use of art as projection medium
during facilitative interaction. During this process the young adults are guided to an
enhanced self-awareness in order for self-insight and self-empowerment to develop so
that mental health can be obtained. The power of the model lies in the continuous plotting taking place through the use of
art as projection medium during facilitative interaction.